INTRODUCTION RESEARCH METHODOLOGY

NAME: TITIS YUHANAD KHOIRU NISA

NIM : 9322 127 09

1. What is a different between qualitative and quantitative research?

a. Qualitative research

Qualitative research is a method of inquiry employed in many different

academic disciplines, traditionally in the social sciences, but also in market research
and further contexts. Qualitative researchers aim to gather an in-depth
understanding of human behavior and the reasons that govern such behavior. The
qualitative method investigates the why and how of decision making, not just what,
where, when. Hence, smaller but focused samples are more often needed, rather
than large samples.

Qualitative methods produce information only on the particular cases

studied, and any more general conclusions are only propositions (informed
assertions). Quantitative methods can be used to seek empirical support for such
research hypotheses.

b. Quantitative research

Quantitative research is used widely in social sciences such as psychology,

economics, anthropology, and political science. Research in mathematical sciences
such as physics is also 'quantitative' by definition, though this use of the term differs
in context. In the social sciences, the term relates to empirical methods, originating
in both philosophical positivism and the history of statistics, which contrast
qualitative research methods.

Qualitative methods produce information only on the particular cases

studied, and any more general conclusions are only hypotheses. Quantitative
methods can be used to verify, which of such hypotheses are true.

Different of Qualitative & Quantitative Research

Qualitative Quantitative

"All research ultimately has
a qualitative grounding"
- Donald Campbell
The aim is a complete, detailed
description.
Researcher may only know roughly in Researcher knows clearly in advance
advance what he/she is looking for. what he/she is looking for.
Recommended during earlier phases
of research projects.
The design emerges as the study
unfolds.
Researcher is the data gathering
instrument.
Data is in the form of words, pictures
or objects.
Subjective – individuals
interpretation of events is important
,e.g., uses participant observation, in-
depth interviews etc.
Qualitative data is more 'rich', time
consuming, and less able to be
generalized.
Researcher tends to become
subjectively immersed in the subject
matter.
"There's no such thing as qualitative
data.
Everything is either 1 or 0"
- Fred Kerlinger
The aim is to classify features, count
them, and construct statistical models in
an attempt to explain what is observed.
Recommended during latter phases of
research projects.
All aspects of the study are carefully
designed before data is collected.
Researcher uses tools, such as
questionnaires or equipment to collect
numerical data.
Data is in the form of numbers and
statistics.
Objective seeks precise measurement &
analysis of target concepts, e.g., uses
surveys, questionnaires etc.
Quantitative data is more efficient, able
to test hypotheses, but may miss
contextual detail.
Researcher tends to remain objectively
separated from the subject matter.
2. What is a research problem?

a. The Meaning of Research Problem

A research problem is the situation that causes the researcher to feel

apprehensive, confused and ill at ease. It is the demarcation of a problem area
within a certain context involving the WHO or WHAT, the WHERE, the
WHEN and the WHY of the problem situation.

There are many problem situations that may give rise to research.
Three sources usually contribute to problem identification. Own experience or
the experience of others may be a source of problem supply. A second source
could be scientific literature. You may read about certain findings and notice
that a certain field was not covered. This could lead to a research problem.
Theories could be a third source. Shortcomings in theories could be
researched.

Research can thus be aimed at clarifying or substantiating an existing

theory, at clarifying contradictory findings, at correcting a faulty methodology,
at correcting the inadequate or unsuitable use of statistical techniques, at
reconciling conflicting opinions, or at solving existing practical problems.

b. Identification of The Problem

The prospective researcher should think on what caused the need to do

the research (problem identification). The question that he/she should ask is:
Are there questions about this problem to which answers have not been found
up to the present?

Research originates from a need that arises. A clear distinction between

the PROBLEM and the PURPOSE should be made. The problem is the aspect
the researcher worries about, think about, wants to find a solution for. The
purpose is to solve the problem is find answers to the question(s). If there is no
clear problem formulation, the purpose and methods are meaningless.

Keep the following in mind:

• Outline the general context of the problem area.

• Highlight key theories, concepts and ideas current in this area.

• What appear to be some of the underlying assumptions of this area?

• Why are these issues identified important?

• What needs to be solved?

• Read round the area (subject) to get to know the background and to identify
unanswered questions or controversies, and/or to identify the most significant
issues for further exploration.

The research problem should be stated in such a way that it would lead to
analytical thinking on the part of the researcher with the aim of possible concluding
solutions to the stated problem. Research problems can be stated in the form of
either questions or statements.

• The research problem should always be formulated grammatically correct and as

completely as possible. You should bear in mind the wording (expressions) you
use. Avoid meaningless words. There should be no doubt in the mind of the
reader what your intentions are.

• Demarcating the research field into manageable parts by dividing the main
problem into sub problems is of the utmost importance.

c. Sub problem(s)

Sub problems are problems related to the main problem identified. Sub
problems flow from the main problem and make up the main problem. It is the
means to reach the set goal in a manageable way and contribute to solving the
problem.

d. Statement of The Problem

The statement of the problem involves the demarcation and formulation of

the problem, is the WHO/WHAT, WHERE, WHEN, WHY. It usually includes the
statement of the hypothesis.
3. What is a review of related literature?

A literature review is an account of what has been published on a topic

by accredited scholars and researchers. Occasionally you will be asked to write
one as a separate assignment (sometimes in the form of an annotated
bibliography—see the bottom of the next page), but more often it is part of the
introduction to an essay, research report, or thesis. In writing the literature
review, your purpose is to convey to your reader what knowledge and ideas
have been established on a topic, and what their strengths and weaknesses are.
As a piece of writing, the literature review must be defined by a guiding
concept (e.g., your research objective, the problem or issue you are discussing,
or your argumentative thesis). It is not just a descriptive list of the material
available, or a set of summaries

Besides enlarging your knowledge about the topic, writing a literature

review lets you gain and demonstrate skills in two areas :

1. information seeking: the ability to scan the literature efficiently, using manual or
computerized methods, to identify a set of useful articles and books

2. critical appraisal: the ability to apply principles of analysis to identify unbiased

and valid studies.

A literature review must do these things

1. be organized around and related directly to the thesis or research question you
are developing

2. synthesize results into a summary of what is and is not known

3. identify areas of controversy in the literature

4. formulate questions that need further research

Ask yourself questions like these:

1. What is the specific thesis, problem, or research question that my literature

review helps to define?

2. What type of literature review am I conducting? Am I looking at issues of

theory? methodology? policy? quantitative research (e.g. on the effectiveness of
a new procedure)? qualitative research (e.g., studies )?
3. What is the scope of my literature review? What types of publications am I
using (e.g., journals, books, government documents, popular media)? What
discipline am I working in (e.g., nursing psychology, sociology, medicine)?

4. How good was my information seeking? Has my search been wide enough to
ensure I've found all the relevant material? Has it been narrow enough to
exclude irrelevant material? Is the number of sources I've used appropriate for
the length of my paper?

5. Have I critically analyzed the literature I use? Do I follow through a set of

concepts and questions, comparing items to each other in the ways they deal
with them? Instead of just listing and summarizing items, do I assess them,
discussing strengths and weaknesses?

6. Have I cited and discussed studies contrary to my perspective?

7. Will the reader find my literature review relevant, appropriate, and useful?

Ask yourself questions like these about each book or article you
include:

1. Has the author formulated a problem/issue?

2. Is it clearly defined? Is its significance (scope, severity, relevance) clearly

established?

3. Could the problem have been approached more effectively from another
perspective?

4. What is the author's research orientation (e.g., interpretive, critical science,

combination)?

5. What is the author's theoretical framework (e.g., psychological, developmental,

feminist)?

6. What is the relationship between the theoretical and research perspectives?

7. Has the author evaluated the literature relevant to the problem/issue? Does the
author include literature taking positions she or he does not agree with?

8. In a research study, how good are the basic components of the study design
(e.g., population, intervention, outcome)? How accurate and valid are the
measurements? Is the analysis of the data accurate and relevant to the research
 question? Are the conclusions validly based upon the data and analysis?

9. In material written for a popular readership, does the author use appeals to
emotion, one-sided examples, or rhetorically-charged language and tone? Is
there an objective basis to the reasoning, or is the author merely "proving" what
he or she already believes?

10. How does the author structure the argument? Can you "deconstruct" the flow of
the argument to see whether or where it breaks down logically (e.g., in
establishing cause-effect relationships)?

11. In what ways does this book or article contribute to our understanding of the
problem under study, and in what ways is it useful for practice? What are the
strengths and limitations?

12. How does this book or article relate to the specific thesis or question I am
developing?

In conclusion, A literature review is a piece of discursive prose, not a list

describing or summarizing one piece of literature after another. It's usually a
bad sign to see every paragraph beginning with the name of a researcher.
Instead, organize the literature review into sections that present themes or
identify trends, including relevant theory. You are not trying to list all the
material published, but to synthesize and evaluate it according to the guiding
concept of your thesis or research question

If you are writing an annotated bibliography, you may need to

summarize each item briefly, but should still follow through themes and
concepts and do some critical assessment of material. Use an overall
introduction and conclusion to state the scope of your coverage and to
formulate the question, problem, or concept your chosen material illuminates.
Usually you will have the option of grouping items into sections—this helps you
indicate comparisons and relationships. You may be able to write a paragraph
or so to introduce the focus of each section